PP 8711- Child Maltreatment

Argosy University, Chicago

COURSE SYLLABUS

PP 8711

Child Maltreatment

Fall 2010

Faculty information

Faculty Name: Myra Leifer, Ph.D.

Campus: Chicago

Contact information:

Office phone number: 312-777-7690

E-mail:

Office Hours: Thursday 12:30 – 3:15; By Appointment – Thursday 3:30 – 5 pm

Short Faculty Bio: Dr. Leifer is Professor of Clinical Psychology at Argosy University Chicago. She has worked extensively with abused children and adolescents and their families. She conducts research in the areas of Child Maltreatment and Early Intervention and has published widely in these areas. She has been the recipient of grants from the National Institute of Mental Health, the Department of Children and Family Services and private foundations. Dr. Leifer provides consultation to several agencies working with maltreated children and their families.

Course Description:

This course examines the etiological factors, theoretical issues, diagnostic and treatment methods and research in the area of child abuse and neglect.

Course Pre-Requisites: None

Required Textbooks:

Briere, J. et al., Eds. (2002). The APSAC Handbook of Child Maltreatment. Second Edition. Thousand Oaks, CA: Sage Publications, Inc. ISBN: 0-7619-1992 (paperback)

Friedrich, W.N. (2002). Psychological assessment of sexually abused children and their families. Thousand Oaks, CA: Sage. ISBN: 0-7619-0311 (paperback)

Course Packet.

Course Length: 15 weeks

Contact Hours: 45

Credit Value: 3.0

Course Objectives:

Course Objective / Program Goal / Method of Assessment
Analyze the multiple etiological factors associated with child maltreatment. / Goal 4 – Scientific foundations
Goal 5 Scholarship / Weekly readings and discussions
Exams
Final paper
Recognize the nature of different forms of child maltreatment including physical, emotional, sexual abuse, and child neglect. / Goal 4 – Scientific foundations
Goal 5 Scholarship / Weekly readings and discussions
Videotaped presentations
Exams
Final paper
Identify and evaluate appropriate interview techniques and measures used to assess maltreated children and their families. / Goal 1 – Assessment / Weekly readings and discussions
Case presentations
Exams
Compare and critically evaluate a range of treatment approaches and evidence based clinical practices used for working with maltreated children and their families. / Goal 2 – Intervention / Weekly readings and discussions
Videotaped presentations
Exams
Final paper
Identify the influence culture, ethnicity, class and gender have upon the contexts in which maltreatment occurs. / Goal 3- Diversity / Weekly readings and discussions
Videotaped presentations
Exams
Final paper
Critically evaluate the research and preventative methods in this field. / Goal 4 – Scientific foundations
Goal 5 Scholarship / Weekly readings and discussions
Exams
Final paper
Examine and integrate a range of theoretical models used to conceptualize the impact of abuse and trauma upon children and their families. Analyze the impact of abuse upon cognitive, biological, and social-emotional development. / Goal 4 – Scientific foundations
Goal 5 Scholarship / Weekly readings and discussions
Case presentations
Exams
Final Paper

Assignments:

Paper: A paper focusing on an empirically based literature review on any topic relevant to the field of maltreatment is required. The paper is due Week 14. A one page summary of your paper is due on Week 5. Papers should be written APA style and not exceed 20 pages. Grading criteria will include:

Clarity of writing and thinking
Adequacy of the literature review
Adequacy of application of theoretical, research and clinical material to the development of the paper
Critical evaluation and integration of the material
Application to diagnosis and treatment

Exam: A midterm take home exam consisting of a case study presented for analysis will be given out on Week 6 and returned on Week 8 A final take home exam will be given out on Week 11 and due on Week 13.

Assignment Table:

Week / Topic / Readings / Assignment
1
9/9 / No Class
2
9/16 / Introduction to the field: To provide an overview of the field of child abuse. To review the scope and nature of child abuse and discuss its prevalence. This session will also review reporting procedures. / APSAC Handbook, Introduction.
Videotape: Scared Silent, Arnold Shapiro, 1993.
3
9/23 / Theoretical Models: To review theoretical models that are useful for understanding the nature and impact of child abuse. The models to be discussed include attachment theory, ecological theory and the traumagenic model. / Ciccheti, D. & Lynch, M. (1993). Toward an ecological/transactional model of community violence and child maltreatment: Consequences for children’s development. Psychiatry, 56, 96-118.
Videotape: Parental Rights, PBS Frontline, June 2003. / Available In Print in the Library
4
9/30 / Consequences of Abuse – Infant Abuse: To review the research documenting the impact of abuse on the development of the child. To review abuse and neglect in infancy. / Trickett, P. & McBride-Chang, C. (1995). The developmental impact of different forms of child abuse and neglect. Developmental Review, 15, 311-337.
Glaser, D. (2000). Child abuse and neglect and the brain- A review. Journal of Child Psychology and Psychiatry, 41, 97-116.
APSAC Handbook, Chapter 7, Munchausen by proxy syndrome
Videotape: The brain: Effects of childhood trauma. / Full Text – Elsevier Social Behavioral Science
Full Text – EBSCO PBSC
5
10/7 / Neglect and psychological abuse, domestic violence: To discuss the specific forms of psychological abuse and neglect and domestic violence, their common and differential impacts and implications of these for assessment and treatment. To discuss the association of child abuse with domestic violence and substance abuse. / APSAC Handbook, Chapter 1, Child Neglect; Chapter 4, Psychological maltreatment; Chapter 5, Child maltreatment and substance abuse; Chapter 6, abuse and domestic violence
Busch, S. & Lieberman, A. (2007). Attachment and trauma: An integrated approach to treating children exposed to family violence. In D. Oppenheim and D. Goldsmith, Attachment Theory and Clinical Work with Children. NY: Guilford
Videotape: The trouble with Evan. PBS Frontline. / 1 page summary of paper due
On Reserve
6
10/14 / Physical and Sexual Abuse: To discuss physical and sexual abuse and their impact on the child. / Fontes, L.A. (2005). Physical discipline and abuse. In L.A. Fontes, Child Abuse and Culture, 108-134.
APSAC Handbook, Chapter 2, Physical abuse; Chapter 3, Sexual abuse. Chapter 11, Adults, adolescents and children who abuse children. Chapter 15, Child fatalities.
Videotape: Who Killed Adam Mann / Exam Given Out
7
10/21 / Psychological Assessment – Attachment: To review the aims and assessment of abused children. / Friedrich, Chapters 1, Purposes of the psychological Evaluation; Chapter 2, Theoretical framework for assessment; Chapter 3, Variability in sexually abused children; Chapter 4, Attachment related assessment.
Videotape: Mother-child interactions.
8
12/28 / Psychological Assessment of Abuse Related Issues: To discuss assessment of specific issues related to child abuse. / Friedrich, Chapter 5, Assessment of dysregulation; Chapter 6, Evaluation of sexual behavior problems; Chapter 7, Assessment of self perception; Chapter 8, Summary.
Kolko, D. & Svenson, C. (2002). Assessing and treating physically abused children. Chapter 4.
Courtois, C. (2008) Complex trauma, complex reactions: Assessment and treatment. Psychological Trauma: Theory, Research, Practice and Policy, vol 5, No. 1, 86-100.
Videotape: False Testimony of Children / EXAM DUE
Database: PsycARTICLES
9 11/4 / Psychological Assessment – Interviewing and Cultural Issues: To discuss methods of interviewing abused children. / Shapiro, J. (1991). Interviewing children about psychological issues associated with sexual abuse. Psychotherapy, 28, 55-66.
APSAC Handbook, Chapter 18, Interviewing children in and out of court. Chapter 23, Cultural issues.
Friedrich, Chapter 9, A case example; Chapter 10, The language of distress, ongoing assessment.
Fontes, L.A. (2005). Assessing diverse families for child maltreatment. In L.A. Fontes, Child Abuse and Culture, NY: Guilford.
Katz, C. and Hershkowitz, I. (2010) The effects of drawing on children’s accounts of Sexual abuse. Child Maltreatment, l5, 171-179.
Videotape: The Clinical Interview, NY: Guilford Publications / Database:
PsycARTICLES
On Reserve
Available In Print in the Library
10 11/11 / Treatment Issues: Attachment: To discuss therapy with abused children. / APSAC Handbook, Chapter 8, An integrated model of psychotherapy for abused children
Alexander, P. (1992). Application of attachment theory to the study of sexual abuse. Journal of consulting and Clinical Psychology, 60, 185-195.
Chaffin, M., et al. (2006). Report of the APSAC task force on attachment therapy, reactions to attachment disorders and attachment problems. Child Maltreatment, 11, 76-89.
Skowron, E. & Reineman, D. (2005). Effectiveness of psychological interventions for child maltreatment; A meta-analysis. Psychotherapy, 42, 52-71.
Videotape: When the bough breaks. PBS, Frontline, June 1995. / Database:
PsycARTICLES
Database:
PsycARTICLES
11 11/18 / Treatment issues: Play therapy, Is Treatment Necessary?: To discuss therapy for sexually abused children. / Gil, E. (E.) (2006) Helping abused and traumatized children. NY; Guilford Press, Chapter 4, Expressive Therapies; Chapter 7, Special Issues.
APSAC Handbook, Chapter 8, An integrated model of therapy for abused children. Chapter 9. Treating sexually abused adolescents. Chapter 10 Treating adult survivors.
Oellerich, T. (2007) Rethinking provision of psychotherapy to children/adolescents labeled “Sexually Abused”. International Journal of Behavioral and Consultation Therapy, 3, 123 – 144.
Videotape: Eliana Gil, Play Therapy with Abused Children / Exam Given Out
On Reserve
Database: DOAJ Free Journals (or Google article)
12
11/25 / THANKSGIVING ENJOY!
13
12/2 / Treatment Issues: Cognitive Behavioral Approaches: To discuss children’s attributions about their abuse and cognitive-behavioral approaches to treatment. / Cohen, J., Mannarino, A., & Deblinger, E. (2006) Treating trauma and traumatic grief in Children. NY: Guilford Press.
Chapter 3, The TBF-CBT Model; Chapter 5, Cognitive coping and processing; Chapter 6, The trauma narrative.
Videotape: Beyond Belief / EXAM DUE
Main Stack
14 12/9 / Treatment: Family Issues – Prevention: To identify family and inter-generational factors relevant to child abuse. To discuss the implications of these factors for treatment. / Leifer, M., Kilbane, T., Jacobson, T., & Grossman, G. (2004). A three-generational study of transmission of risk for sexual abuse. Journal of Clinical Child and Adolescent Psychology, 33, 662-672.
Gil, E. (2006) Helping abused and traumatized children. NY: Guilford Press.
Chapter 6, Family therapy and family play therapy,
APSAC Handbook, Chapter 21, Child abuse prevention
The Chicago Doula Project: PBS Frontline, 2003. / PAPER DUE
Database: EBSCO
PBSC

Grading Criteria:

Your performance in this course will be based upon the assignments described above and class participation. Final grades will be determined as follows:

Grading requirements Grading scale

Exams / 60%
Paper / 30%
Class Participation / 10%
100%
A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
F / 69 and below

No late papers will be accepted unless due to extraordinary circumstances.

Library Resources

Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.